| Cognitive load theory: Historical development and relation to other theories. RE Moreno, B Park Cambridge University Press, 2010 | 345 | 2010 |
| Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms B Park, L Knörzer, JL Plass, R Brünken Computers & Education 86, 30-42, 2015 | 315 | 2015 |
| Does cognitive load moderate the seductive details effect? A multimedia study B Park, R Moreno, T Seufert, R Brünken Computers in Human Behavior 27 (1), 5-10, 2011 | 258 | 2011 |
| Cognitive and affective effects of seductive details in multimedia learning B Park, T Flowerday, R Brünken Computers in Human Behavior 44, 267-278, 2015 | 235 | 2015 |
| Cognitive and affective processes in multimedia learning B Park, JL Plass, R Brünken Learning and Instruction 29, 125-127, 2014 | 203 | 2014 |
| Differentiating different types of cognitive load: A comparison of different measures A Korbach, R Brünken, B Park Educational Psychology Review 30 (2), 503-529, 2018 | 144 | 2018 |
| Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning L Knörzer, R Brünken, B Park Learning and Instruction 44, 97-107, 2016 | 141 | 2016 |
| The rhythm method: A new method for measuring cognitive load—An experimental dual‐task study B Park, R Brünken Applied Cognitive Psychology 29 (2), 232-243, 2015 | 139 | 2015 |
| Do learner characteristics moderate the seductive-details-effect? A cognitive-load-study using eye-tracking B Park, A Korbach, R Brünken Journal of Educational Technology & Society 18 (4), 24-36, 2015 | 112 | 2015 |
| Measurement of cognitive load in multimedia learning: a comparison of different objective measures A Korbach, R Brünken, B Park Instructional science 45, 515-536, 2017 | 107 | 2017 |
| Emotional text design in multimedia learning: A mixed-methods study using eye tracking L Stark, R Brünken, B Park Computers & Education 120, 185-196, 2018 | 86 | 2018 |
| Learner characteristics and information processing in multimedia learning: A moderated mediation of the seductive details effect A Korbach, R Brünken, B Park Learning and Individual Differences 51, 59-68, 2016 | 63 | 2016 |
| Emotions and multimedia learning: The moderating role of learner characteristics L Knörzer, R Brünken, B Park Journal of Computer Assisted Learning 32 (6), 618-631, 2016 | 62 | 2016 |
| Should learners use their hands for learning? Results from an eye‐tracking study A Korbach, P Ginns, R Brünken, B Park Journal of Computer Assisted Learning 36 (1), 102-113, 2020 | 56 | 2020 |
| Toward a cognitive theory of multimedia assessment (CTMMA) PA Kirschner, B Park, S Malone, H Jarodzka Learning, design, and technology: An international compendium of theory …, 2017 | 50 | 2017 |
| Learning-related emotions in multimedia learning: An application of control-value theory L Stark, E Malkmus, R Stark, R Brünken, B Park Learning and Instruction 58, 42-52, 2018 | 48 | 2018 |
| The role of spatial ability when fostering mental animation in multimedia learning: An ATI-study B Park, S Münzer, T Seufert, R Brünken Computers in Human Behavior 64, 497-506, 2016 | 33 | 2016 |
| Does thinking-aloud affect learning, visual information processing and cognitive load when learning with seductive details as expected from self-regulation perspective? B Park, A Korbach, R Brünken Computers in Human Behavior 111, 106411, 2020 | 31 | 2020 |
| Testing the additivity hypothesis of cognitive load theory B Park Saarbrücken, Univ., Diss., 2010, 2010 | 20 | 2010 |
| Emotionen beim Lernen mit Multimedia L Stark, B Park, R Brünken Digitalisierung und Bildung, 141-158, 2018 | 16 | 2018 |
